Abstract
College algebra consistently has a very high number of students performing poorly. An experimental study addressing student performance was conducted. Two college algebra classes each with 25 students and with the same teacher were used, one as the control group and the other as the experimental group. The experimental class included mandatory supplemental instruction for an extra class period per week. T-tests were used to compare performances on each test and homework. A repeated measures 2 X 2 ANOVA was used to compare the students' performance on a pretest and a posttest between each class. The Mann-Whitney U test was used to compare final grade distributions. The results of the t-tests were not significantly different. The results of the repeated measures 2 X 2 ANOVA indicate that there was not a significant difference between the two classes' performance. Finally, the Mann-Whitney U test showed that there was not a significant difference between the final grade distributions.
Recommended Citation
Porter, Rhonda C.
(2010)
"The Effects of Supplemental Instruction on Student Achievement in College Algebra,"
Georgia Journal of Science, Vol. 68, No. 2, Article 4.
Available at:
https://digitalcommons.gaacademy.org/gjs/vol68/iss2/4